SEKOLAH DASAR DENGAN PENDEKATAN KURIKULUM K-13 DI SURAKARTA

SAWSAN HASYA A, Prof. Ir. Wiendu Nuryanti, M. Arch., Ph.D.

2022 | Skripsi | S1 ARSITEKTUR

Sistem Sekolah di Indonesia terlalu berfokus pada nilai akhir dibanding proses belajar. Pergantian Kurikulum KTSP menjadi K-13 memberikan perubahan besar dengan menggeser fokus pembelajaran pada proses belajar. K-13 menerapkan metode PAKEM yang mendorong pembelajaran yang aktif, kreatif, dan efektif. K-13 juga berfokus pada penilaian aspek pengetahuan, aspek keterampilan, dan aspek perilaku. Namun, fokus pada proses belajar bukan berarti tidak memerhatikan hasilnya. Fokus pada proses seharusnya dapat membawa pelajar pada pembelajaran yang lebih bermakna dan mudah dipahami. Sayangnya K-13 belum berjalan dengan efektif, salah satunya dilihat dari menurunnya kualitas peserta didik pada hasil Programme for International Student Assessment (PISA) 2018. Arsitektur berperan penting dalam pemetaan aktivitas manusia di dalamnya termasuk arsitektur bangunan sekolah yang juga berperan penting pada pemetaan aktivitas belajar mengajar. Sehingga sekolah yang menerapkan arsitektur bangunan berbasis K-13 diharapkan dapat mendorong keefektifan kegiatan belajar mengajar yang sesuai dengan tujuan kurikulum tersebut. Metode yang digunakan dalam penelitian ini adalah mengidentifikasi permasalahan, pengumpulan data melalui studi literatur dan studi banding, analisis dan merumuskan pendekatan konsep dan konsep perencanaan dan perancangan bangunan sekolah dasar melalui penerapan karakteristik K-13. Dari metode tersebut didapat 3 poin penting penerapan K-13 yaitu pembelajaran holistik, komprehensif dan kreatif. Dengan membandingkan intisari K-13 dengan sampel desain sekolah kreatif yang dikaji, dapat ditemukan poin penting desain sekolah yang mendorong siswa lebih terlibat dalam proses pembelajaran. Poin-poin tersebut mungkin terdengar umum, namun signifikan dan kadang terlewat dalam desain sekolah yang secara umum lebih berfokus pada penekanan keefektifan ruang dan seringkali tidak update dengan tujuan spesifik kurikulum yang sedang dijalani.

The school system in Indonesia is too focused on final grades rather than the learning process. The replacement of the KTSP curriculum to K-13 provides a big change by shifting the learning focus to the learning process. K-13 applies the PAKEM method that encourages active, creative, and effective learning. K-13 also focuses on assessing knowledge aspects, skills aspects, and behavioral aspects. However, focusing on the learning process does not mean not paying attention to the results. Focus on the process should be able to lead students to more meaningful and easy-to-understand learning. Unfortunately, K-13 has not been running effectively, one of which is seen in the decline in quality of students in the 2018 Program for International Student Assessment (PISA) results. Architecture plays an important role in mapping human activities, including the architecture of school buildings which also plays an important role in mapping teaching and learning activities. So that schools that implement K-13-based building architecture are expected to encourage the effectiveness of teaching and learning activities by the objectives of the curriculum. The methods used in this research are identifying problems, collecting data through literature studies and comparative studies, and analyzing and formulating approaches to concepts for planning and designing elementary school buildings through the application of K-13 characteristics. From this method, 3 critical points of the application of K-13 are obtained, namely holistic, comprehensive, and creative learning. By comparing the essence of K-13 with the sample of creative school designs studied, it can be found important points of school design that encourage students to be more involved in the learning process. These points may sound general, but they are significant and sometimes overlooked in school design which generally focuses more on emphasizing space effectiveness and is often not updated with the specific objectives of the curriculum being pursued.

Kata Kunci : proses belajar, desain sekolah, kurikulum K13, aktif, kreatif, efektif.